Category: WAC in Practice

This week’s WAC-friendly highlighted assignment

Professor: Matthew K. Gold

Course: ENG 1101: Composing Abstractions (https://openlab.citytech.cuny.edu/groups/eng-1101-composing-abstractions/)

Assignment: (https://openlab.citytech.cuny.edu/abstractions/2012/09/11/class-notes-91112/)

Students were asked to jot down  a number of adjectives and sensory experiences that define New York City in their lives.  They then split off into groups where they shared their lists, and based on their collective sensory experiences devised an imaginary structure or place in the city.  Students then composed a descriptive paragraph proposing the building/creation of their site in NYC.  Over the next two days, each group revised their proposals and posted them on the site blog.

What WAC principle(s) does this assignment exemplify?

The principle of scaffolding (building up from a small assignment to a larger one) is demonstrated by asking students to first compose a  list, followed by a short composition that incorporates contributions from each group member.  This is taken a step further as each group must then revise their original draft and subsequently post in on the course blog.

Each group’s work showed evidence of revision (organization/content was clear and relevant, general lack of typo/grammatical errors).  Each group focused on a unique sensory experience and devised a  creative and original  means of enhancing (or avoiding) those sensory experiences.  For example, one group proposed a sky gliding exhibit, highlighting the ability to experience NYC’s beauty from above in contrast to doing soon the ground (which has the unfortunate effect of seeming dirty).  A very novel idea from this and many other groups!

How might this type of assignment be used in other courses across the curriculum?

Other courses may want to consider a similar format in which instead of asking students only for a final product, require them to demonstrate their progress towards their final project with smaller assignments.  This will also help students digest potentially challenging course material and organize their thought process for their final drafts.

Class Notes – 9/11/12

Professor: Jonas Reitz

Course: MAT 1275

Assignment: Advice for the future

Students were asked to imagine that they were speaking on the first day of MAT 1275, and to give advice to the incoming students based on one of three questions.

The assignment was posted as a blog post, and students were asked to respond in the comments section of the post. For example, one student responded:

“First I’ll address number 3: I would say that a prior knowledge (ability) to have is PATIENCE and willingness to learn something that isnt particularly easy like trig. Math isnt for everyone, not all of us are going to grasp it the first or second time around; however, if you have patience you will gradually begin to understand at least some of the material…”

For extra credit, students had the option of  responding to someone else’s comment, indicating whether they agreed or disagreed, and if they had anything to add. Many students took this option, generating a nice discussion.

What WAC principle(s) does this assignment exemplify?

This is a terrific example of using an unconventional audience, in this case other students just entering the course, to encourage students to use their own voice.

Students are often accustomed to the professor being their sole audience, which sometimes hinders them from fully explaining or elaborating on course material. They may also feel stifled by academic jargon, and use overly formal language, that does not allow them to get comfortable with the material in a way required to explain it to others, or to better understand it themselves in more everyday terms.

It is also a great example of asking students to use exploratory and personal writing, reflecting on their experiences and feelings about the course. This, again, encourages students to use their own voice, and allows them to get more comfortable with their learning environment.

How might this type of assignment be used in other courses across the curriculum?

This type of informal writing exercise could be used in any type of course.  There will always be advice that students will have to give to other students about the course they  just took, no matter the discipline.

The exercise could be especially useful in disciplines where writing has not traditionally played a big role, and in more advanced, i.e., upper level courses, where incoming students would particularly benefit from more guidance on how to meet the challenges involved in mastering the material.